DT Tutor: A Decision-Theoretic, Dynamic Approach for Optimal Selection of Tutorial Actions
ITS '00 Proceedings of the 5th International Conference on Intelligent Tutoring Systems
Informing the Detection of the Students' Motivational State: An Empirical Study
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
ICALT '01 Proceedings of the IEEE International Conference on Advanced Learning Technologies
Affective Learning — A Manifesto
BT Technology Journal
Early Prediction of Student Frustration
ACII '07 Proceedings of the 2nd international conference on Affective Computing and Intelligent Interaction
Empirically building and evaluating a probabilistic model of user affect
User Modeling and User-Adapted Interaction
Adapting to Student Uncertainty Improves Tutoring Dialogues
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
International Journal of Human-Computer Studies
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
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The link between affect and student learning has been the subject of increasing attention in recent years. Affective states such as flow and curiosity tend to have positive correlations with learning while negative states such as boredom and frustration have the opposite effect. Consequently, it is a goal of many intelligent tutoring systems to guide students toward emotional states that are conducive to learning through affective interventions. While much work has gone into understanding the relation between student learning and affective experiences, it is not clear how these relationships manifest themselves in narrative-centered learning environments. These environments embed learning within the context of an engaging narrative that can benefit from "affective scaffolding." However, in order to provide an optimal level of support for students, the following research questions must be answered: 1) What is the nature of affective experiences in interactive learning environments? 2) How is affect impacted by personal traits, beliefs and learning strategies, and what role does affect have in shaping traits, beliefs, and learning strategies? 3) What strategies can be used to successfully create an optimal affective learning experience?